Perspectives on the functioning of an effective school attended by learners from disadvantaged communities

Abstract

Since the attainment of democracy in 1994, South Africa has been committed to effectively addressing the problems of poverty and the gross inequality evident in most aspects of South African society, especially in education. This study explores the functioning of an effective school attended by learners from disadvantaged communities. Most schools that are attended by learners from disadvantaged communities have not performed well, especially in their Matriculation examinations. Against these great odds some schools attended by learners from disadvantaged communities have functioned effectively and achieved remarkable results over a long period. Inkamana High School is a school attended by learners from disadvantaged communities. It has maintained a Matriculation pass rate of 100%, since 1979 to date. The general aim of the study is to document the perspectives of learners, teachers, school management, parents and community on the functioning of Inkamana High School as an effective school that is attended by learners from disadvantaged communities. Research findings were compared with the relevant literature to identify existing information and the possible differences. The findings were then recorded. The study also showed that an effective functioning of a school attended by learners from disadvantaged communities can be enhanced if schools focus on life skills education, provide a safe and supportive atmosphere and physical environment, maintain discipline and order, dedicated teaching and learning, expectations of achievements and successes. Recommendations for improvement out of the interviews have also been made.